A Participatory Framework for Researching and Evaluating Communication for Development and Social Change

Tacchi, Jo; Lennie, June

doi:10.1002/9781118505328.ch18

Cited by 15 publications

(23 citation statements)

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“…Ideally, the evaluation of communication for social change happens within a participatory framework with seven key components: participatory, holistic, complex, critical, emergent, realistic and learning-based (Tacchi & Lennie, 2014). Although the campaign's evaluation did not have all of these components, it was systematic, thorough and allowed the campaign to be evidence-based.…”

Section: Behaviour Change Communicationmentioning

confidence: 99%

“…KAP surveys were discussed at the task force meetings and used to revise the existing plans and make news ones. This part of evaluation can be considered learning-based (Tacchi & Lennie, 2014).…”

Section: Behaviour Change Communicationmentioning

confidence: 99%

“…This part of evaluation can be considered participatory, as it included different audiences among which children with and without disabilities. It can also be considered as realistic and learning-based (Tacchi & Lennie, 2014).…”

Section: Behaviour Change Communicationmentioning

confidence: 99%

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Communication for Development and Social Change: Influencing Social Norms for an Inclusive Society in Montenegro

Perović¹,

Obregón²

2017

COMMONS

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UNICEF y el Gobierno de Montenegro implementaron la ResumenUNICEF and the Government of Montenegro implemented a communication strategy "It's about ability" to challenge the existing, exclusionary practices and promote new, inclusive social norms for children with disability. Drawing on communication for development principles and social norms theory, a 2010-2013 nation-wide campaign mobilized disability rights NGOs, parents associations, media and private sector to stimulate inclusive attitudes and practices towards children with disabilities. As a result, the percentage of citizens who find it acceptable for a child with disability to attend the same class with theirs increased from 35 before the campaign to 80 percent at the end of it. Similarly, the percentage of Montenegrin citizens who find it acceptable for a child with disability to be the best friend of their child increased from 22 before the campaign to 51 percent at the end of it. The campaign was participatory, audience-centred and guided by the key communication planning principles.

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Section: Behaviour Change Communicationmentioning

confidence: 99%

Section: Behaviour Change Communicationmentioning

confidence: 99%

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Communication for Development and Social Change: Influencing Social Norms for an Inclusive Society in Montenegro

Perović¹,

Obregón²

2017

COMMONS

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“…In terms of evaluation, ethnography can contribute to nuanced approaches that explore the unpredictable and complex nature of CFSC processes rather than simplistically trying to measure cause-and-effect results of preplanned interventions and their expected outcomes (Tacchi & Rennie, 2014). In this article, I have shown how the ethnographic analysis of Adriana's, Pedro's and Maria's experiences in NGO-driven media education processes can be useful to develop theories in the field of CFSC research, to provide resources for NGO's self-evaluation and strategic development, and most importantly, to promote the direct (e.g.…”

Section: Conclusion: the Usefulness Of Ethnography For Cfsc Evaluationmentioning

confidence: 99%

El Compromiso De Los Jóvenes Con Bajos Ingresos Con La Comunicación Para El Cambio Social: Un Enfoque Etnográfico

Custódio¹

2017

COMMONS

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Este artículo presenta un enfoque etnográfico sobre la forma en que los brasileños con bajos ingresos en las zonas urbanas empobrecidas se han involucrado en el periodismo comunitario y el activismo mediático. Explorando materiales empíricos recogidos durante un proceso de investigación de siete años (2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016) ResumenThis article presents an ethnographic approach to how low-income Brazilians of impoverished urban areas have engaged in community journalism and media activism. Exploring empirical materials collected during a seven-year research process (2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016), the article has two main objectives. One is to analyze how low-income youth reflect on their own processes of engagement in communication for social change (CFSC). Another objective is to demonstrate how ethnography can provide in-depth analyses of trajectories and initiatives in CFSC. The article primarily focuses on retrospective accounts of young adults who had participated in media-educational projects by nongovernmental organizations (NGOs) and subsequently became active agents of change in, through and about media. The analysis of these accounts indicates how the participation in NGO projects characterize actions for self-development. It also demonstrates how interactions among participants-not necessarily anticipated by NGOs -are crucial for low-income youth to engage in activist media and journalism in peripheral Rio de Janeiro. The article ends with a reflection about how ethnography is a useful method to add in-depth qualitative layers to the evaluation of CFSC initiatives.

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“…The research projects described above, and the learnings from them, have contributed most recently to the development of a framework for evaluating communication for development (Lennie and Tacchi, 2013;Tacchi and Lennie, 2014). There are seven key components underpinning this framework: participatory, holistic, critical, realistic, learning-based, emergent and complex (see Figure 22.1).…”

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confidence: 99%

Ethnographic Action Research: Media, Information and Communicative Ecologies for Development Initiatives

Tacchi¹

The SAGE Handbook of Action Research

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This chapter introduces ethnographic action research (EAR). EAR is a project developmentmethodology that was designed specifically for media and information and communication Ethnographic action research is a form of participatory action research (PAR). The ethnographic approach combined with action research means that it builds upon notions of immersion, long term engagement, and understanding local contexts holistically. It was initially designed to help project's develop and adapt to local situations, and in this sense it is a form of developmental evaluation (Patton, 2011). It draws on key ethnographic methods such as participant observation and in-depth interviews, and takes a multi-method approach.A foundational concept of EAR is communicative ecologies, which involves paying attention to wider contexts of information and communication flows and channels, formal and informal, technical and social, to understand communication opportunities and barriers. 2It is important to understand where EAR came from, and the central importance of the communicative ecologies concept. EAR and communicative ecologies responded to (at least) two central organizing concepts or categories in the ICT4D field. First, there is the technological determinist and modernizing ideas that underpin development whereby technology is a key to development itself (see Tacchi, forthcoming and Slater, 2013). Second there is the dominance of measurement and impact, what is now widely known as 'results based management' (see Lennie and Tacchi, 2013). EAR and communicative ecologies challenged both by taking the position that, if we start by considering how people communicate around certain themes, or to accomplish certain tasks, we can start to appreciate which channels and flows are used and why, how this relates to other possible uses, and therefore where there are opportunities and barriers to an ICT4D initiative. In other words, there was, and remains, a need to challenge development assumptions about both development and media and communication technologies and to embed our understandings of both within broader social structures and relationships (see Slater, 2013).In this chapter we describe the key characteristics of EAR and communicative ecologies, and how they have been combined and put into practice through a few specific ICT4D projects, with full recognition and indeed the intention that they might be taken up and adapted by others in various other contexts and combinations for a range of different purposes (as they have been). We first explore the background to the development of EAR through two communication research projects, the first in Sri Lanka (the KCRIP study) and the second in sites across South Asia (the ictPR project). We then outline its core components and explain communicative ecologies. We explore EAR's application and further development through a project in South and South East Asia (the Finding a Voice research project). Next we look at the adaptation of EAR from a project development methodology to a participator...

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A Participatory Framework for Researching and Evaluating Communication for Development and Social Change

Cited by 15 publications

References 29 publications

Communication for Development and Social Change: Influencing Social Norms for an Inclusive Society in Montenegro

Communication for Development and Social Change: Influencing Social Norms for an Inclusive Society in Montenegro

El Compromiso De Los Jóvenes Con Bajos Ingresos Con La Comunicación Para El Cambio Social: Un Enfoque Etnográfico

Ethnographic Action Research: Media, Information and Communicative Ecologies for Development Initiatives

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